现代大学英语精读1教案.docx
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现代大学英语精读1教案.docx
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现代大学英语精读1教案
南昌理工学院
教师备课本
%
专业:
商务英语
科目:
现代大学英语精读
(1)
教师:
曹祥英
班级:
2010至2011学年度第一学期
@
课程名称:
基础英语
(一)
教学对象:
英语专业2010级本科一年级
英文名称:
EssentialEnglish
(1)
学时:
106
课程类别:
必修
参考教材:
《现代大学英语精读1》,杨立民总主编,外语教学研究出版社,2002.2
$
#
Unit1Halfaday
Teachingcontent:
1.Introducethewriter,hismajorworksandhisviewpointsaboutcreation.
2.Appreciatethetextandanalyzeitsstructure.
3.Analyzethewritingskillsemployedinthistext.
4.Developthestudents’insightintothesocietyandhelpthemgraspthelanguagepoints.
、
Importantpoints:
ofthelanguage。
2.Analysisoflongsentences.
3.Thestudyofthecorewordsandexpressions.
Difficultpoints:
:
1.Ellipticalquestion,rhetoricalquestionandinvertedsentences
2.“with”absolutestructure
Detailedstudyofthetext
、
一.BackgroundInformation
1.Aboutthewriter:
NaguibMahfouz—— Education&Background
NaguibMahfouzwasbornonthe11thDec.1911inanoldquarterofCairo,theyoungestsonofamerchant.HestudiedphilosophyatKingFaudI(nowCairo)University,graduatingin1934.Heworkedinuniversityadministrationandthenin1939heworkedfortheMini-stryofIslamicAffairs.HewaslaterHeadoftheStateCinemaOrganisationattheMinistryofCulture.Healsoworkedasajournalist.Althoughwidelytranslated,hisworksarenotavailableinmostMiddleEasterncountriesbecauseofhissupportofSadat'sCampDavidinitiative.In1994hesurvivedanassassinationattemptbyIslamicextremists.
NaguibMahfouz——importantworks
NaguibMahfouzwasthefirstArabtowintheNobelprizeforliterature,in1988.Hehasbeendescribedas"aDickensoftheCairocafés"and"theBalzacofEgypt".
Heisnowtheauthorofnofewerthan30novels,morethan100shortstories,andmorethan200articles.HalfofhisnovelshavebeenmadeintofilmswhichhavecirculatedthroughouttheArabic-speakingworld.
Mahfouzbeganwritingwhenhewas17.Hisfirstnovelwaspublishedin1939andtenmorewerewrittenbeforetheEgyptianRevolutionofJuly1952,whenhestoppedwritingforseveralyears.Onenovelwasrepublishedin1953,however,andtheappearanceofTheCairoTrilogyin1957madehimfamousthroughouttheArabworldasadepictoroftraditionalurbanlife.
NaguibMahfouz——howhepicturestheworld
ThepictureoftheworldasitemergesfromthebulkofMahfouz'sworkisverygloomyindeed,thoughnotcompletelydespondent.Itshowsthattheauthor'ssocialutopiaisfarfrombeingrealized.
—
Mahfouzseemstoconceiveoftimeasametaphysicalforceofoppression.Hisnovelshaveconsistentlyshowntimeasthebringerofchange,andchangeasaverypainfulprocess,andveryoftentimeisnotcontentuntilithasdealthisheroesthefinalblowofdeath.
Tosumup,inMahfouz'sdarktapestryoftheworldthereareonlytwobrightspots.Theseconsistsofman'scontinuingstruggleforequalityontheonehandandthepromiseofscientificprogressontheother;meanwhile,lifeisatragedy.
2. Quotesandsayingsoftimeandlife:
Ifyouwanttomakegooduseofyourtime,you'vegottoknowwhat'smostimportantandthengiveitallyou'vegot.
--LeeIacocca
Nothingisworthmorethanthisday.
--JohannWolfgangvonGoethe
Everysecondisofinfinitevalue.
--JohannWolfgangvonGoethe
Halfourlifeisspenttryingtofindsomethingtodowiththetimewehaverushedthroughlifetryingtosave.
—
--WillRogers
Don'tsayyoudon'thaveenoughtime.YouhaveexactlythesamenumberofhoursperdaythatweregiventoHelenKeller,Pasteur,Michaelangelo,MotherTeresea,LeonardodaVinci,ThomasJefferson,andAlbertEinstein.
--H.JacksonBrown,Jr.
Timeiswhatwewantmost,butwhatweuseworst.
--WilliamPenn
二.TextAppreciation
1.Structureofthetext
Thetextcanbeconvenientlydividedintothreeparts.Inthefirstpart,welearnabouttheboy’smisgivingsaboutschool.Hefoundithardtobeawayfromhomeandmom,andthoughtschoolwaspunishment.Thesecondpartdescribeshowtheboyfeltaboutschool.Hefoundthatlifeatschoolwasrichandcolorfulinmanyways,althoughitalsorequireddisciplineandhardwork.Inthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasureandthathehadgrownintoanoldman.
2.Howtoappreciateliterature
Plotofthestory:
:
Settingofthestory:
Protagonist.Antagonists:
Dramaofthestoryliesin:
Writingtechnique:
(Haveyoueverreadastoryusingthesimilartechnique)
Themeofthestory:
3.Furtherdiscussion
Readthefollowingsuggestionsmadebythefather.WhichonesdoyouagreewithandwhichonesnotHaveyoueverbeengivensomesuggestionsbyyourparentswhenenteringtheuniversityListthemout.
Schoolisaplacethatmakeusefulmenoutofboys.
Don’tyouwanttobeusefullikeyourbrothers
Putasmileonyourfaceandbeagoodexampletoothers.
。
Beaman.
Todayyoutrulybeginlife.
…
4. Writingdevices
1).Ellipticalquestion&rhetoricalquestion
“Whyschool”Iaskedmyfather.“WhathaveIdone”
A:
Headmaster:
Wewantyoutogoandtelltheboy’sparentsthenews.
B:
Teacher:
Whyme
]
Father:
We’llgotoTianjinthisweekend.
Daughter:
Whatfor/Whythisweekend/WhyTianjin
Don’tyouwanttobeusefullikeyourbrothers
Can’tyouseeI’mbusy(Don’tdisturbme!
)
Whatgoodisapromiseforanunemployedworker
Doesnothingeverworryyou
Pleasegivemoreexamples.
2).Invertedsentences
…hereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.
Conjurersstoodeverywhere.Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.
Moreexamples:
Therearesomeexceptionstothisreaction.
Weretherenoairontheearth,therewouldbenolifeonit.
Innocaseshouldwewasteourtime.
Theregoesthebell.
Awayhurriedthecustomers.
3).“with”absolutestructure
Thentherewasaband..., withclownsandweightlifterswalkinginfront.
Moreexamples:
、
Hestoodtherewithastickinhishand. (with+n.+prep.)
Paulsoonfellasleepwiththelightstillburning.(with+n.+participle)
Shecan’tgooutwithallthesedishestowash.(with+n.+todo.)
Hewaslyingonthebedwithallhisclotheson.(with+n.+adv.)
三.LanguageUnderstanding
I.SentenceParaphrase
1.Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.
Whatdoes“they”referto
Whatdoesthenarratorimplybyusing“tobethrownintoschool”
2. Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.
。
Whatdoes“progress”meanhere
Whatkindofhelpcouldhismotheroffer
Whatdoesthesentencetellusabouttheboy’srelationshipswithhisparents
3. astreetlinedwithgardens…
astreetwheretherearegardens…alongbothsides
linedwith…:
pastparticiplephraseusedheretomodify“astreet”.Itcanberegardedasarelativeclausecutshort,eg.anovel(thatwas)writtenbyCharlesDickens
personalcomputers(thatare)madeinChina
4. Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.
Thereisnogoodtobehadindoingsth.
Itisnogood/usedoingsth.
$
5. …fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.
…ononesideofthecourtyardwasabuildingwithalongwood-roofedbalconyoneachfloorwherewecouldbeseen.Or…fromthebalconyoneachfloorofthebuildingpeoplecouldseethepatternintowhichweformed.
6. Well,itseemedthatmymisgivingshadhadnobasis.
Well,perhapsmydoubt,worryandfearaboutwhatschoolwouldbelikewereallgroundless.Or
Well,itseemedthatIwaswrongtothinkthatschoolwasadreadfulplace.
7. Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.
Thereisnoquestion(ofdoing):
thereisnopossibility
Besides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.Ourchildhoodwasgone,nevertocomeback.
8. Nothinglayaheadofusbutexertion,struggle,andperseverance.
nothingbut:
only
@
Wewouldhavetodoourbestandkeepworkingveryharduntilwefinishedschool.ThisiswhatIimaginedourschooldayswouldbelike.Or
Thekindoflifethatwaswaitingforusatschoolwouldbefullofexertion,struggleandperseverance.
9. Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.
topresentitself/themselves:
(formal)toappear,happen
Iftherecameopportunities,capablestudentswouldseizethemtoachievesuccessandhappiness.
Ⅱ.Wordstudy
1.tomakesb./sth.(out)ofsb./sth.
It’saplacethatmakesusefulmenoutofboys.
(makeboysbecomeusefulmen)
!
eg.Thearmymadeamanofhim.
HesaidtheGovernmentwerefrightenedofnothing.Therealtroublewasweweremakingamountainoutofamolehill.
2.Thereisnogoodtobehadindoingsth.
Itisnogood/usedoingsth.
Thereisnogoodtobehadinbuyingaboatwhenyoudon’thaveenoughsparetimetouseit.
It’snogood
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